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Learning as students to become better teachers: Pre-service teachers' IWB learning experience
ARTICLE

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Australasian Journal of Educational Technology Volume 26, Number 4, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

The study presented in this paper involved 124 Singaporean pre-service teachers who were attending a core information and communications technology (ICT) module, which is a component of their teacher education program. During this module, the pre-service teachers were introduced to the interactive whiteboard (IWB) through an instructional approach that consisted of tutor modeling, self-paced exploration, peer sharing, and team-based design projects. The pre-service teachers experienced the IWB first as 'students' and then explored it as teachers planning for implementation in their lessons. Qualitative data of pre-service teachers' reflections was collected to analyse their perceptions of the IWB use in their lessons and to examine how they learnt to use the board. The findings illustrated that pre-service teachers predominantly felt that the IWB was useful for engaging students in the learning process and for generating active participation vis-à-vis the interactive affordances of the board. The findings also revealed that learning about technology in teams was most useful for the successful assimilation of a technology tool that was new and unfamiliar to pre-service teachers. This paper examines how the existing IWB instructional approach can be modified to help pre-service teachers learn pedagogical uses of the IWB more effectively.

Citation

Divaharan, S., Koh, J. & Koh, J. (2010). Learning as students to become better teachers: Pre-service teachers' IWB learning experience. Australasian Journal of Educational Technology, 26(4),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved April 18, 2019 from .

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Cited By

  1. Enhancing digital capability through self-directed learning for initial teacher education and beyond

    Julie Mackey, Niki Davis, Morrow Donna, Joyce Gikandi & Nicki Dabner, University of Canterbury, New Zealand

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4745–4750

  2. A Case Study of ICT Integration during Field Experience in Malaysian Secondary School.

    Hasniza Nordin, Donna Morrow & Niki Davis, University of Canterbury, New Zealand

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4275–4280

  3. Pre-Service Teachers’ Experience with ICT Integration in Secondary Schools: A Case Study of One New Zealand Context.

    Hasniza Nordin, Donna Morrow & Niki Davis, University of Canterbury, New Zealand

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3915–3920

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